Conference Session

Identity Formation and Engineering Cultures

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alexis Suzanne Capitano, Colorado School of Mines; Ryan Miller, Colorado School of Mines; Kathryn Johnson, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

this paper is to examine the impacts of different mindsets on the way educatorsapproach their teaching and research. Although the results from this four-person study are notgeneralizable to engineering or education faculty more broadly, gaining a better understanding ofthe problem-solving-relevant mindsets of these individuals can add greater detail andunderstanding to concepts explored in previously established literature.This paper is organized as follows. In the next section, we describe the background and literaturerelevant to our study. Next, we describe our methods for collecting and analyzing the interviewtranscript data. The Findings section describes the mindsets and themes we found in the databased on the analysis process. It is

Conference Session

AI and Tools for Transdisciplinary Work

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tammy Mackenzie, The Aula Fellowship; Leslie Salgado, University of Calgary; Sreyoshi Bhaduri, ThatStatsGirl; Victoria Kuketz, Catalyst ; Solenne Savoia, Mila-Quebec AI Institute; Lilianny Virguez, University of Florida

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

individuals, whowere either organizers or participants, augmented with end-of-program feedback, we provide a rich description ofthe program's planning, activities, and impact. Specifically, our study draws from engineering education research,bridging the gap between research and practice to answer three research questions related to the program: (1) Howdid the program design enable a more effective understanding of interdisciplinary problem-sets? (2) How didparticipants experience the interdisciplinary work of the program? (3) Did the program affect participants' impact oninterdisciplinary problem-sets after the program? Our findings highlight the benefits of interdisciplinary, holistic,and hands-on approaches to AI education and provide insights for

Conference Session

Wellness, Readiness, and Thriving

Collection

2024 ASEE Annual Conference & Exposition

Authors

Vanessa Tran, Utah State University; Cassandra McCall, Utah State University; Stephen Secules, Florida International University; Maimuna Begum Kali, Florida International University; Gabriel Van Dyke, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

aimed at promoting student narratives through audio-based methods.Dr. Cassandra McCall, Utah State University Cassandra McCall, Ph.D., is an Assistant Professor in the Engineering Education Department and Co-Director of the Institute for Interdisciplinary Transition Services at Utah State University. Her research centers the intersection identity formation, engineering culture, and disability studies. Her work has received several awards including best paper awards from the Journal of Engineering Education and the Australasian Journal of Engineering Education. She holds a Ph.D. in Engineering Education from Virginia Tech as well as M.S. and B.S. degrees in civil engineering from the South Dakota School of Mines and

Conference Session

Sociotechnical Integration and Programmatic Reform

Collection

2024 ASEE Annual Conference & Exposition

Authors

Chelsea Salinas, Colorado School of Mines; Dean Nieusma, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

ABETstudent outcomes via our program’s targeted performance indicators.IntroductionEngineering education has faced enduring criticism for being overly focused on the narrowlytechnical dimensions of engineering practice, ill preparing engineering graduates for their futurework. “Sociotechnical” approaches to engineering education have arisen as one category ofresponses to this perceived narrowness. Advocates claim sociotechnical approaches: providestudents a more robust framework for engaging professional engineering practice, enhancelearning through increased engagement, and result in more satisfying overall educationalexperiences. Faculty members in the Department of Engineering, Design & Society at theColorado School of Mines have been leaders

Conference Session

Transgression, Conflict, and Altruism

Collection

2024 ASEE Annual Conference & Exposition

Authors

Richard A House, Rose-Hulman Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

, EA runs directly against most cases for “Engineering as an altruistic STEM career” [1].EA doesn’t pose a higher good of civic involvement or service against the temptation tomaximize elevated personal earnings. Most surprisingly, EA advocates often treat empathy, acentral focus of much current engineering education research, as a mere shortcoming in decision-making, misdirecting altruistic impulses to causes that are emotionally engaging but logicallysubordinate to causes with more proven need or measurable benefit to be discovered by “runningthe numbers.” This paper looks at the prominence of effective altruism among STEMprofessionals, considers its tensions with practices in empathic and socially engaged engineeringeducation, and treats

Conference Session

Sociotechnical Integration and Programmatic Reform

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xueni Fan, Texas Tech University; Joshua M. Cruz, Texas Tech University; John Carrell, Texas Tech University; Michael Scott Laver, Rochester Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

Paper ID #42737Navigating Epistemological Borders: Considerations for Team Teaching atthe Intersection of Humanities and STEMXueni Fan, Texas Tech University Xueni Fan is currently a graduate student in the Doctor of Education program, specializing in instructional technology at Texas Tech University. Holding a Master’s degree in applied linguistics, Fan’s research focuses on qualitative research methods, interdisciplinary studies, online learner engagement, and interprofessional education in the medical field.Dr. Joshua M. Cruz, Texas Tech University Joshua Cruz is an assistant professor of education at Texas Tech

Conference Session

Identity Formation and Engineering Cultures

Collection

2024 ASEE Annual Conference & Exposition

Authors

Timothy Duane Reedy, University of Maryland, College Park; David Tomblin, University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

oftechnical skills immediately transferrable to the workplace [9], [10], [11], [12].Current engineering education research on identity and sense of belonging has identified severalengineering mindsets such as technical narrowness, meritocracy, the perceived “value neutrality”of engineering practice, and the profession’s pervasive identification with corporate-militaryvalues which can directly and indirectly perpetuate inequities for engineering undergraduates [1],[2]. The razor-sharp emphasis on technical education at the cost of developing human-centeredengineers and the insistence that engineering is a value-neutral practice leads to what is known asthe socio-technical divide. The danger of this divide is that it reinforces deeply embeddedcultural

Conference Session

Identity Formation and Engineering Cultures

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jenn Stroud Rossmann, Lafayette College; Mary A. Armstrong, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

are positive outcomes of critical reflection, they do not on their own predict interventionand transformative critical action. Themes of resilience and perseverance are highlyindividualized and not necessarily correlated with liberatory action—they could even reflectstudent acceptance of and assimilation into the status quo.A stronger reflection of critical consciousness may be the way students describe the professionalwork they will do as being focused on making “impactful change,” “designing for everyone”(noting that this is distinct from historical practice), and increasing the inclusivity andaccessibility of engineering processes and products. These comments indicate that students feelinclined toward action as a result of the

Conference Session

Accountability and Stewardship

Collection

2024 ASEE Annual Conference & Exposition

Authors

Benjamin J. Laugelli, University of Virginia

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

insights from the humanities that couldinform their technical designs [3]. Their efforts, however, were met with some resistance fromstudents in the class, who struggled to appreciate the value of Shelley’s novel for their work asengineers. Although 59% of students surveyed at the end of the course conceded thatFrankenstein had “expanded their understanding of ethics,” only 11% claimed to have read it inits entirety, and several students commented that they found the novel neither enjoyable norespecially relevant to engineering practice [3].To address the challenge of how best to motivate engineering students to invest in a criticalreading of Frankenstein, I drew on insights from the book How Learning Works: 7 ResearchBased Principles for Smart

Conference Session

Accountability and Stewardship

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gail Baura, Loyola University, Chicago; Matt Miller, Loyola University, Chicago

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

for a professional engineer. 6.4 (0.6) 6.4 (0.9)Societal Context (i.e., how your work connects to society and vice versa) is important for a professional engineer. 6.4 (0.6) 6.6 (0.9)I would not change my engineering design because it conflicted with community feedback. * 3.2 (1.5) * 2.5 (1.1) *It is important for engineers to consider the potential broader impacts of technical solutions to problems. 6.6 (0.5) 6.6 (0.5)It is important to incorporate societal constraints into engineering decisions. 6.0 (1.1) 6.1 (0.9)Professional Connectedness SubscaleVolunteerism (for professional and personal reasons) is

Conference Session

Wellness, Readiness, and Thriving

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julianna Gesun, Embry-Riddle Aeronautical University; Rachel Eve Gail Swan, Embry-Riddle Aeronautical University; Bryan Watson, Embry-Riddle Aeronautical University

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

the intrapersonal, cognitive, social, behavioral, contextual, cultural, and outcome factors that influence thriving in engineering. Prior to joining Embry-Riddle, she was a National Science Foundation/American Society for Engineering Education engineering postdoctoral fellow at the University of New Hampshire. She received her Ph.D. in Engineering Education at Purdue University, where she was an NSF Graduate Research Fellow and the winner of Purdue’s 2021 Three Minute Thesis competition for her work in developing research and courses on engineering thriving. She also received dual bachelor’s degrees in Industrial Engineering and Human Development and Family Studies at the University of Illinois at Urbana-Champaign

Conference Session

Transgression, Conflict, and Altruism

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joey Valle, Purdue University; Lazlo Stepback, Purdue University; Polly Parkinson, Utah State University; Fawn Groves, Utah State University; Angela Minichiello, Utah State University; Matthew W. Ohland, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

]. Developed within theapplied disciplines of organizational theory and project management, engaged scholarshiprequires researchers to cooperatively interact with practitioner-stakeholders to identify,understand, and improve upon “complex social problems that often exceed our limitedcapabilities [as researchers] to study on our own” [18, p. 37]. Organizational engaged scholarshiphas been likened to design-based research in education, wherein education researchers team upwith a variety of education practitioner-stakeholders to iteratively advance the theory and designof an intervention to a complex educational problem, and is considered useful for researchersseeking to advance both scientific and practical knowledge together [17]; [20].Participants